Upon completion of the online module and departmental/unit program, participants will be able to:
- Recognize how teaching plays an important role in a student’s sense of belonging.
- Identify strategies to create a students’ sense of belonging in your teaching.
- Locate student support resources and use/share them with students.
CELT-facilitated program agenda with resources
To get started reviewing the agenda with resources, click on a topic to toggle the information.
What is a sense of belonging?
This definition from Carol Goodenow (1993) and the National Academies of Sciences, Engineering, and Medicine (2017):
Sense of belonging is defined as being accepted, valued, included, and encouraged by others (teachers and peers) in the academic classroom and of feeling oneself to be an important part of the life and activity of the class. Students’ sense of belonging has been identified as a potential lever to promote success, engagement, and well-being in college.
Read more in your online learning module or on CELT’s Foster a Sense of Belonging page.
Reflect on Your Sense of Belonging Practices
These practices, for creating a sense of belonging, are part of research-based inclusive teaching principles. By engaging in these practices, you can further explore inclusive teaching through conversation with colleagues, consultation with CELT, or reading relevant scholarship.
To complete this task, download and read the Reflect on Your Sense of Belonging Practices (PDF)
These practices, for creating a sense of belonging, are part of research-based inclusive teaching principles. You can further explore inclusive teaching through conversation with colleagues, consultation with CELT, or reading relevant scholarship by engaging in these practices.
To complete this task, download and read the Reflect on Your Sense of Belonging Practices (PDF).
To illustrate various practices, CELT developed five student-centered scenarios based on conversations with campus partners in the Division of Student Affairs, and feedback from AY20-21. Because we have a limited amount of time together, CELT asked your department chair and facilitator to select one of the five for use during our training from these topics:
- Scenario 1 – Getting to know your students
- Scenario 2 – Students not participating, engaging, or contributing
- Scenario 3 – Facilitating successful group work
- Scenario 4 – A student shares personal struggles impacting their academics
- Scenario 5 – Most students didn’t do well on an exam
Following the CELT-facilitated training
- CELT encourages departments to host a discussion about the remaining Student-Centered Scenarios during your faculty/departmental meetings. Each student-centered scenario includes a summary with reflection questions, a set of responses, and strategies.
- Download the complete set of student-centered scenarios via this CyBox link: Annual Inclusive Classroom Training (AY21-22) Student-Centered Scenarios and Strategies (PDF).
Seek and connect students to resources you explored in Unit 2 in the learning module, including:
- CELT’s Campus Resources to Support Students page.
- If you are ever unsure of the best way to help students or aware of a student exhibiting behaviors that are negatively impacting their academic performance, contact:
- Academic Advisor(s) in your area
- Office of Student Assistance in the Dean of Students Office at 515-294-1020.
And as a reminder, always keep safety in mind. If you feel that you or other students are in danger, call ISU Police at 911 or 515-294-4428.
Use Formative Student Feedback (Plus Delta)
Last year’s training highlighted the plus-delta model (see CELT’s Use formative course feedback from students page). We heard that in the evaluation that this was one of the most valuable strategies. Sending out an anonymous survey or a paper-based one; then, after receiving the feedback, you summarize the results and share them with the class.
The process sends a powerful message to students that they have responsibility for their learning. But you are also sending the message that you as an instructor have a growth mindset and can (and are willing to) learn from feedback and incorporate changes.
You are welcome to modify this to align with new teaching activities or approaches, such as engagement, group work, etc.